primary trainee guidebook and assessment...

Primary Trainee Guidebook and Assessment RecordFor primary SCITT trainees

OBJECTIVESFirst class teacher education designed to inspire and develop high levels of personal and professional conduct in teachers who will impact significantly on pupil progress The Alliance for Learning SCITTQualified Teacher Status education

Primary Trainee Guidebook and Assessment Record

ContentsChapter I Introduction to the course....................................................3

Aims of the course..............................................................................................3SCITT contact information..................................................................................3

Our core values...............................................................................................0Chapter II Course information.............................................................1

School Placements..............................................................................................1Course calendar..................................................................................................2Safeguarding......................................................................................................3Understanding school practice...........................................................................3

Induction.........................................................................................................3Professionalism...............................................................................................3

Mentor and trainee responsibilities....................................................................4Support and lines of communication..................................................................9

Issues concerning professional practice and your professional development. 9Issues concerning financial, medical or personal issues..................................9Issues concerning reporting & evaluation arrangements................................9

Subject Knowledge...........................................................................................10The subject knowledge audit.........................................................................10

Post Graduate Certificate in Education.............................................................11Introduction...................................................................................................11

Chapter III Evaluation of qualified teacher status (QTS)......................13The Teachers’ Standards (2012).......................................................................13

Workload.......................................................................................................13The Evidence Cycle.......................................................................................13

The QTS evidence file.......................................................................................14Contents of the QTS evidence file.................................................................14The file should contain..................................................................................14

Reflections against the teachers’ standards.....................................................15The reflective journey....................................................................................15Trainee assessment record...........................................................................15The summative report...................................................................................16Moderation interview.....................................................................................16External moderation......................................................................................16

Chapter IV Trainee assessment record...............................................17Overview..........................................................................................................17

How to use the assessment record...............................................................17

The Alliance for Learning SCITT: Primary Trainee Guidebook and Assessment RecordPage |1|

Teaching placements....................................................................................17Guided professional placement........................................................................19

Week by week guide.....................................................................................19Alternate Key Stage Experience part 1.............................................................50

Week 15: Key Stage Three experience..........................................................50Guided professional placement........................................................................51Foundation subject training block.....................................................................53Alternate Key Stage Experience part 2.............................................................54

Week 22-23: EYFS experience.......................................................................54Final professional placement............................................................................55Week by week guide........................................................................................55Enrichment phase.............................................................................................93

Weekly guide.................................................................................................93Chapter V Trainee record: Targets.....................................................95

Overview..........................................................................................................95Trainee record of targets...............................................................................95

Chapter VI Trainee record: Strengths...............................................105Overview........................................................................................................105

Trainee record of strengths.........................................................................105


Chapter I Introduction to the course

Aims of the courseWorking in partnership with an alliance of schools and colleges, the Alliance for Learning SCITT seeks to develop high-quality, school-led teacher training that impacts on all participants: trainee teachers, teaching colleagues and pupils. The aims of the course are as follows

● Ensure high-quality teacher education in all alliance partner schools so that trainees are able to successfully make the transition to NQT.

● Contribute to the training and development of alliance colleagues through opportunities to mentor and work with trainees across single or multiple alliance schools.

● Focus on training teachers to teach those subjects deemed as being in shortage, both nationally and within the alliance

● Clearly inspire high levels of professional and personal conduct including our key values of hard-work, integrity and passion

● Instil an evidence-informed approach to teaching in all participants to ensure the existence of life-long learning within the alliance

● Contribute to pupil progress and school improvement thought intelligent and inspiration school and SCITT collaboration.

Through a focus on the Teachers’ Standards (DfE 2012), we aim to develop our teaching training in collaboration with participating schools.School placements are held at our alliance schools and trainees will be placed as close to your home address as possible. Training days will take place at our alliance schools.The School Centred Initial Teacher Training will use the DfE Teachers’ Standards 2012 and the National Curriculum 2014 for its framework during the taught course and the professional placements. Our training programme enables trainees to learn from outstanding teachers to become outstanding teachers and leaders of the future.

SCITT contact informationDirector of SCITT & secondary lead

Kal Hodgson [email protected] 0161 912 5912 ext 7169

SCITT Manager

Hilary Langmead-Jones

[email protected]

0161 912 5912 ext 7109

SCITT Administrator Christine Sorensen [email protected] 0161 912 5912 ext

7216SCITT Primary lead Philipa Huynh [email protected] 0161 912 5912SCITT Early Years Lead

Nicola Blatchly-Lewis

[email protected] 0161 912 5912


Our core valuesAs part of the Bright Futures Educational Trust, we share the Trust’s Vision of “The best for everyone, the best from everyone”.To reflect our specialist role within both the Trust, our Teaching School Alliance and also the wider education landscape, we have our own values which highlight our partnership focussed outlook and innovative culture.

Chapter II Course informationSchool PlacementsThe School Centred Initial Teacher Training course trains teachers for teaching across Key Stages 2 and 2 leading to QTS 11-16. The following table indicates the nature and duration of the school placements.Abbreviation

Placement title

Brief description of placement

GPP Guided Professional Placement

A supported teaching placementTrainees work closely with their class teacher to plan and deliver group and whole class lessons. They work within a structured framework to build up the curriculum range and the frequency of their teaching experience.In this placement trainees will complete a reflective enquiry for the PGCE element as well as key SCITT tasks.

KS3 Key Stage 3 placement

A developmental placementTrainees spend a week in a KS3 environment, observing a range of curriculum subjects and discussing aspects of KS2-KS3 transition including planning, teaching & assessment.

EYFS/phonics

Early years/foundation stage/early reading placement

Observation/assisting adultsDuring their placements trainees will experience a nursery/foundation stage environment observing the EYFS approach and curriculum. They will support the class teacher in group and individual activities. They will observe the teaching of early reading and will teach a number of sessions using SSP (systematic synthetic phonics).

FPP Final professional placement.

The final teaching placement In this final placement, trainees move from initial supported planning, assessment and delivery to greater independence in their classroom practice. They work in a class in a different key stage to that of GPP and gradually take on more responsibility for teaching across the broad range of the primary curriculum. During the placement they take a focus on a specific area of a core curriculum subject (English, maths, science). They observe lessons across the key stages/in parallel classes and hold discussions with school co-ordinators, as well as completing the PGCE enquiry task and the final SCITT tasks.

Enrichment

Enrichment phase

The enrichment phase


Near the end of the final placement trainees are given the opportunity to develop a specific area of their practice or to visit their employer school. For a small number of trainees this phase may be used to secure evidence across all standards.


Course calendarThis calendar should be used in conjunction with the day by day guide in Chapter IV

27-Aug 03-Sep 10-Sep 17-Sep 24-Sep 01-Oct 08-Oct 15-Oct 22-Oct 29-Oct 05-Nov 12-Nov 19-Nov 26-Nov 03-Dec 10-Dec 17-Dec 24-DecWeek no. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Mon GPP GPP T GPP GPP GPP GPP GPP T GPP T GPP GPP KS3 GPP GPP 48Tue GPP GPP T T GPP GPP GPP GPP GPP GPP GPP GPP GPP KS3 GPP T 19 Summer school

Wed GPP GPP T T GPP GPP GPP GPP GPP GPP GPP GPP GPP KS3 GPP KS3 4 GPP GPP placementThu GPP GPP T T T T GPP GPP GPP GPP GPP GPP GPP KS3 GPP PG 4 FPP FPP placementFri PG T T T PG T GPP T GPP T PG T PG T GPP 75 days KS3 KS3 placement

EY EYFS placementsT SCITT training (see calendar)

31-Dec 07-Jan 14-Jan 21-Jan 28-Jan 04-Feb 11-Feb 18-Feb 25-Feb 04-Mar 11-Mar 18-Mar 25-Mar 01-Apr 08-Apr PG PGCE training (Man Uni)18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 FPP 37 School holiday

Mon T T T EY FPP FPP FPP FPP FPP FPP FPP FPP T 14 BH Bank holidayTue T T EY EY FPP FPP FPP FPP FPP FPP FPP FPP EY 7 E Enrichment week

Wed T T EY EY FPP FPP FPP FPP FPP FPP FPP FPP PG 2Thu T T EY EY FPP FPP FPP FPP FPP FPP FPP FPP 60 daysFri T T T PG FPP FPP FPP PG T FPP T FPP

15-Apr 22-Apr 29-Apr 06-May 13-May 20-May 27-May 03-Jun 10-Jun 17-Jun 24-Jun 01-Jul 08-Jul 15-Jul 22-Jul 29-Jul33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48

Mon BH FPP BH FPP FPP FPP FPP E FPP 29Tue FPP FPP FPP FPP FPP FPP FPP E T 3

Wed FPP FPP FPP FPP FPP FPP FPP E E 4Thu FPP FPP FPP FPP FPP FPP FPP E PG 2Fri BH PG FPP PG FPP T T FPP T 38 days

12936

Key Dates 8 173 days173 days

28 June 2019: Official end of course

11 Feb 2019: School induction evaluation03 April 2019: Mid term review FPP1 (Week 31)18 Mar 2019: Interim evaluation19 June 2019: Summative report FPP2 (Week 42)17 Jun 2019: End of placement evaluation

School

06 Dec 2018: Summative report GPP2 (Week 14) 03 Dec 2018: End of placement evaluation

SCITT TrainingPGCE Training

Week beginning

Evaluation dates15 Oct 2018: At risk of failure first deadline (Week 7) 10 Sep 2018: School induction evaluation02 Nov 2018: Mid term report GPP1 (Week 9) 08 Oct 2018: Interim evaluation

QA visit

QA visit

QA visit


SafeguardingSafeguarding and the promotion of the welfare of children is the most important role that adults working in schools have. Trainee teachers on the SCITT programme will be supported in understanding the importance of this, and how safeguarding works in practice. Although each school is different, there are common expectations and requirements across the partnership. As part of school induction, trainees should be provided with the following at the start of each school placement:

The school’s child protection policy The staff behaviour policy (sometimes called a code of conduct) Information about the role of the designated safeguarding lead A copy of Keeping Children Safe in Education

Trainees are reminded that all school staff have a responsibility to provide a safe environment in which children can learn.

Understanding school practiceInductionEvery school is different and the SCITT programme is designed to support your induction into your placement school. You will receive support through a mentor, but also through a collection of tasks that will develop your understanding of how schools work and the teachers’ standards (2012).Observation of classesThe school will give you the opportunity to observe a range of classes and age groups. Observation is a skill that needs to be learnt. It is vital that observations are reflected upon and analysed using the documentation in this handbook.Key points to remember when observing another colleague

It is a learning opportunity – so reflect on the impact on students that any activity may have.

Consider how students enter the room and the methods the teacher deploys to gain their attention.

Note the way the teacher uses any time targets for activities. Note the forms of feedback that the teacher users, verbal or written, and

any ways the student use this to improve. Reflect on how the teacher deals with misconceptions and the kinds of

questions they ask. Speak to students in the class – what knowledge and understand have

they been able to develop, both in this lesson and in any recent series of lessons.

Ensure that you thank colleagues for allowing you to participate in their lesson.

ProfessionalismAttendanceAttendance and punctuality are important indicators of professional value and practice. The DfE requires completion of at least 120 days in school during the SCITT course in order to gain QTS (qualified teacher status). All trainees are expected to achieve full attendance during professional placement and will be granted authorised absence from school only in exceptional circumstances.

Attendance may include some time out of school for interviews. We would ask trainees to be mindful of reducing the time and the disruption caused to their classes as much as possible.

Observation visits to schools prior to job applications or interview will not be counted as authorised absence and should be conducted after the end of a school day.

For unexpected absence a trainee must inform the SCITT manager by 8.30am on each day of absence, and the school professional mentor by the time specified in school attendance policies or 8.30am, whichever is the earlier.

Appropriate dress and behaviourTrainees need to present themselves in an appropriate and professional manner when on school placement. It is expected that they will treat pupils and colleagues with respect and dignity and will endeavour to make a positive contribution to the ethos of their placement school. Trainees should familiarise themselves with the school dress code for their placement school.e-safety and social mediaAs a professional in training, trainees need to be mindful of their ‘footprint’ on social media sites. This is necessary both to model professionalism to the schools supporting their placement training and to protect themselves from any personal repercussions which may hinder their future in the teaching profession. Trainees should familiarise themselves with the school e-safety code for their placement school, including the use of encrypted memory stick and requirements around GDPR and personal data.

Mentor and trainee responsibilitiesProfessional mentorsEach partner school will have a professional mentor, a senior teacher with experience of supporting ITE students. The professional mentor should manage the school’s ITE programme and ensure the school fulfils its partnership responsibilities.Specific responsibilities include

To provide trainees with information about the school. To ensure that the trainees have an appropriate space in which to work

when not teaching. To ensure that the trainees have access to school facilities such as ICT,

photocopying and other resources. To facilitate trainees’ access to information and learning experiences to

enable them to meet the Teachers Standards. To ensure that the trainees have a structured programme of training on

whole school issues during their placement. To understand how the school works formally and informally. To have an awareness of the ethos of the school and department. To gain appropriate knowledge and skills. To develop themselves in the context of their role. To develop appropriate values and professional standards. To assist trainees to achieve the Teachers Standards. To sample trainees’ teaching files and other documentation.


To quality assure subject specific training through joint observations with the classroom mentor.

To designate a classroom mentor to support the training. To co-ordinate the reviews of the trainees’ progress and writing reports. To discuss the outcomes and monitor the quality of the weekly meetings

between mentor and trainee. To implement a formal school action plan for any trainee in danger of

failing to achieve the teaching standards. To alert the SCITT to the need for a formal professional progress review if

required. To ratify the final assessment of the trainees. To meet with the classroom mentors on a regular basis. To conduct at least one joint observation with each classroom mentor per

year. To co-ordinate the work of the classroom mentor in school and ensure that

they have access to appropriate training and development. To evaluate the school’s ITE provision at least once per year. To liaise with the classroom mentors including attendance at meetings. To be involved, where possible, in the selection and final assessment of

trainees.

Your professional mentor will put together a programme of professional support and training and facilitate opportunities to complete placement tasks.Classroom mentorsYour mentor is your first ‘port of call’. They are someone who has gained accreditation through the SCITT. They will design your timetable and support you in your teaching. They will help you plan your lessons and facilitate any additional learning you need to do. Although they will not observe all of your lessons, they will perform the bulk of observations and will lead your weekly mentor meetings.Specific responsibilities include:

To arrange the trainees’ teaching timetable in accordance with the programme.

To monitor trainee attendance during the placement. To advise the trainee on all aspects of lesson planning; observe and give

written and oral feedback on the trainees’ teaching; set appropriate development targets which relate to their personal development towards meeting the teaching standards.

To ensure the trainees have access to all data that is relevant to the classes in their timetable.

To support the trainees in developing their subject knowledge. To know the teaching standards and apply them to the trainees’ every day

practice. To provide the trainee with departmental policies, demonstrate how they

relate to whole school policies and monitor their implementation. To train the trainee on how to use assessment data to inform planning for

teaching and learning.


To train the trainee in the use of ICT as a tool to enhance teaching and learning in their subject area.

To observe the trainee at least once per week and review observations with the professional tutor as directed.

To identify subject knowledge priorities for the trainee and alert the trainee to any CPD opportunities that will meet gaps, providing and directing the trainee to appropriate resources that will support the trainees’ pedagogical understanding.

Where possible, to participate in the programme of observations to support trainee placements in other partner schools.

To act as a mentor to individual trainees as they work towards the achievement of the Teachers’ Standards.

To complete all paperwork required by the SCITT programme. monitor the QTS evidence file and trainee assessment record against the

Teachers’ Standards 2012 and give appropriate feedback. To conduct a weekly timetabled review of the trainees’ progress and

complete paperwork as required. To assist in the identification of the trainees’ personal development

targets To ensure that trainees are observed teaching and given feedback on a

weekly basis. To observe with the professional mentor or SCITT team at least once in

each placement. To alert the professional mentor to their own professional development

needs. To work closely with the professional mentor, programme manager and

SCITT tutor to ensure consistency in the advice given to the trainee. To liaise with the professional mentor. To be involved, where possible, in the selection of trainees. To attend training provided by the SCITT, where required.

Relationships: The mentor should seek to establish a friendly, supportive and professional relationship with the trainee. Trainees will need to know about classroom organisation, procedures and routines including:

systems of grouping within the class and school SEND including any intervention and personalised learning plans and

pupils eligible for pupil premium approaches to behaviour management and discipline the roles of other adults in the classroom any setting arrangements use of ICT facilities homework safeguarding safety (first aid, evacuation) e-safety Child protection procedures


The role of the SCITT tutorThe SCITT tutor will oversee the training and placements for all trainees.

liaise with the SCITT tutor regarding the specific placements of trainees for each professional placement.

give prior notice of visits to school, usually arranging the subsequent visit before leaving the school after each visit.

provide the trainee and the school with a copy of a written report (using observation pro forma) following an observation of the trainee's lesson and discussion with the SCITT tutor and trainee.

act as a validator of the training process going on in school and ensure that the trainee is informed as to his/her progress against the Teachers’ Standards 2012 and his/her targets for development.

inform the trainee of any serious shortcomings that might threaten the trainee's successful completion of the school experience.

discuss with the mentor and the trainee the content of the summary report which will reflect the trainee’s overall performance on the professional placement. (The report will be written by the mentor with support from the school co-ordinator).

provide group and individual tutorials as indicated in the Professional Studies timetable in the main course handbook.

monitor the QTS evidence file and trainee assessment record against the Teachers’ Standards 2012 and give appropriate feedback.

seek the school’s evaluation of the preparedness of the trainee for the professional placement and the quality of support provided by the university.

During placement, the SCITT tutor will: visit each trainee an agreed number of times during placements to

observe lessons, or organise a visit from a quality assurance tutor. give oral and written feedback following each lesson observation. set appropriate targets for development and for successful achievement of

QTS. read and review the trainee’s QTS file and assessment record at regular

intervals on one of the agreed visits, conduct a joint observation with the classroom

mentor. Where possible the ensuing discussion will normally be a three-way 'triangular' discussion to feedback and agree targets for development.

The role of the traineeWider-school aspects of school-based placements. Trainees are expected to:

be punctual, arriving at school no later than 8.30 am and not leaving before 4.00pm except in rare circumstances as negotiated with the mentor.

set a good example to all pupils through their personal presentation and conduct, and through the standard of their spoken and written English.

carry out, in a professional manner, reasonable tasks as required by the head teacher, professional and classroom mentor.

understand their pastoral responsibilities including the safeguarding, health and safety of all pupils. Manage any bullying or discrimination issues calmly.


involve themselves in the general and corporate life of the school attending staff meetings and school events when invited. Trainee teachers cannot legally take full responsibility for playground supervision but will be expected to join a member of staff carrying out this duty two or three times during each professional placement. The trainee’s involvement in extra-curricular activities is voluntary but such activity can be valuable and contribute to the standards of professional values and practice.

establish professional and effective relationships with school staff, parents and pupils and with other agencies involved with the education and welfare of the pupils.

maintain confidentiality, exercising tact at all times and respecting the confidentiality of both children and teachers.

make themselves aware of school policies and procedures and, with the guidance of the school co-ordinator and mentor, apply them appropriately.

return any resources or materials belonging to the school at the end of their placement.

be aware of the wider context of education and that learning takes place both in and out of school.

submit any grading, attendance or observation data to the SCITT tutor.

Specific professional aspects of classroom placement. Trainees are expected to:

plan and prepare allocated lessons in advance, and in close liaison with the mentor.

assess work promptly in accordance with school policy. record an assessment of pupil progress resulting from the lesson as soon

as possible afterwards. evaluate (in writing and for each lesson taught) the effectiveness of

teaching and learning strategies as soon as possible after the lesson. establish and maintain school experience, assessment and resource files.

Have them available in school at all times. listen to constructive advice and act upon it to the best of their ability. take responsibility for their own professional development. seek to further their experiences, set appropriate professional targets and

evaluate their own performance honestly. build the subject knowledge required to teach effectively within the

National Curriculum 2014. Endeavour to keep up-to-date with research and developments in the subject that they teach.

demonstrate and collect evidence of achievement of the Teachers’ Standards necessary to achieve QTS.


Support and lines of communicationWe like to be fully approachable at the Alliance for Learning SCITT. The following guide should help you to select the right person to contact should you have any questions or concerns.Issues concerning professional practice and your professional developmentThis could include understanding what is required to develop as a teacher, to make and record progress against the standards and to teach particular concepts and topics.

Issues concerning financial, medical or personal issues

Issues concerning reporting & evaluation arrangements


Trainee: Trainee to check SCITT website, this handbook or the training calendar in the first instance. This may solve the issue. Discussion with other trainees may also solve the issue.

Classroom mentor: For aspects of professional practice that are not solved by the above, please discuss the matter with your classroom mentor. Ensure you can articulate the issue clearly and what kind of solution you wish to aim for.

Professional mentor: For matters of a more general nature around professional development, or following issues that cannot be solved by your classroom mentor, you should contact your professional mentor in school. This may lead to additional observations, support or advice.

SCITT tutor: If the matter has not been resolved you should contact Philippa Huynh who will be able to give you additional advice around your professional practice and, if necessary, arrange an additional development or QA observation.

SCITT Manager: You should arrange an appointment (telephone or face to face) with Hilary Langmead-Jones to discuss your concerns. Following this you may be referred to a further meeting with Kal Hodgson. If necessary, a personal support plan will be arranged and referral to an occupation health advisor.

SCITT administrator: You should contact Christine Sorensen to ensure you are aware of the expected timings around mentor reports or internal SCITT evaluation or if you are unsure who to respond to SCITT evaluation requests.

Subject Knowledge Excellent subject knowledge is a key factor in excellent teaching. You are expected to make use of all opportunities to develop your subject knowledge, and to audit this development over the course of the programme. Your subject knowledge will be developed through your teaching, as well as a series of face to face training sessions, but it is vital that you take full responsibility for your own development, reading around your subject and requesting support when it is needed.The subject knowledge auditYour subject knowledge audit is the first step in developing your pedagogical knowledge as a teacher. You should update your subject knowledge audit at the times indicated in the week by week guide, but you are able to update it at any point during the course as you see fit.Subject knowledge audits are given to everyone who has been offered a place on our initial teacher training programme at the Alliance for Learning SCITT. The aim of the audit is to give you and your mentors an understanding of your up-to-date knowledge of the content and pedagogy of your subjects.We expect you to audit your knowledge against the KS1 and KS2 programmes of study. The audit is your opportunity to think about the content of what you will teach and the necessary skills you need to teach this content successfully.Trainee teachers come from a range of backgrounds and we do not expect every trainee teacher to be at the same position, either at the start or during the course.Strong teaching includes secure subject knowledge (Standard 3a), a critical understanding of the curriculum (Standard 3b), an ability to deal with misconceptions to plan teaching to build on pupil’s prior knowledge (Standard 2a) and the ability to promote a love of learning (Standard 4b).You should look for opportunities to develop your subject knowledge and your teaching of key subject topics. Subject knowledge auditThere are two sections to the subject knowledge audit. Prior to the course please only complete the core knowledge audits. You will be given the opportunity to audit your foundation subject knowledge later in the academic year.


Post Graduate Certificate in EducationIntroductionThe SCITT works with the University of Manchester to offer a Masters in Teaching & Learning (MATL) structure to create a “bespoke”, blended PGCE assessment framework. This means that trainees will focus on teaching, learning, assessing, reflecting and enquiring in a global educational context.Each assessment will have an introduction delivered online face-to-face and the students will then be supported through their assignments by on-line materials and University tutor input. The assessment framework consists of 4 course units:Reflecting on professional practice (15 credits)Aim: This Course unit aims to enable participants to critically reflect on and strengthen classroom practice through development of an enquiry approach.Theoretical Study of: frameworks for reflection, critical reading and writing. Assessed through: A critical analysis and evaluation using a framework for reflection on professional learning.Learning Outcomes: On successful completion of this course unit, participants will be able to:

i. Critically evaluate their own professional development and position this within school priorities

ii. Demonstrate effective evaluation of practice using critical thinking, engagement with relevant literature, data gathering, analysis and reflection

iii. Demonstrate originality and self-direction in problem-solving and act autonomously in planning and implementing tasks of a professional nature

Teaching, learning and assessment (15 credits) Aim: This Course unit aims to develop participants’ understanding of a range of learning, teaching and assessment strategies which promote pupil progress in order that all pupils achieve their learning potential.Theoretical Study of: how learners learn, teaching practices and assessment. Assessed through: An evaluative report on classroom practice in teaching, learning or assessment Learning Outcomes: On successful completion of this course unit, participants will be able to:

i. Demonstrate an in-depth understanding and critique of the changing socio-political and cultural context in which learning and teaching in educational settings and contexts occurs

ii. Apply a range of teaching and learning strategies and critically evaluate their effectiveness in context in relation to raising the achievement of children and young people.

iii. Demonstrate critical engagement with key concepts in assessment and the application and evaluation of formative assessment methods.

iv. Demonstrate self-direction and originality in problem-solving in relation to the Course unit content, and act autonomously in planning and implementing change in their educational setting, taking account of current thinking and literature in related areas.


Enquiry 1 (15 credits)Aim: To examine the role and purpose of educational research in teaching and learning; To critically review research in practice (practitioner research) in the context of the school classroom; To understand what it means to conduct research in an ethical manner.Theoretical Study of: Practitioner researchAssessed through: Designing a research study into a participant designated educational theme Learning Outcomes: On successful completion of this course unit, participants will be able to:

i. Understand the nature and purpose of educational researchii. Understand the importance of a research question and its role as the

origin of a research study.iii. Carry out a literature research into a chosen topiciv. Understand the need for research ethics

Enquiry 2 (15 credits)Aim: To critically review research in practice (practitioner research) in the context of the school classroom; To understand what it means to conduct research in an ethical manner.Theoretical Study of: Practitioner researchAssessed through: Written report of a research study into a participant designated educational theme Learning Outcomes: On successful completion of this course unit, participants will be able to:

i. Carry out an appropriate research studyii. Structure and organise findings clearly and conciselyiii. Critically evaluate the research, interpret the findings and

relate the study to educational theoryPGCE Dates

7th Sep 2018: Introduction to PGCE and reflective practice module 1st Oct 2018: Follow up session – Reflective practice 19th Nov 2018: Hand in date: Reflective practice 23rd Nov 2018: Introduction to Teaching, earning & assessment module 7th Dec 2018; Follow up session – Teaching, learning & assessment 14th Jan 2019: Hand in date: Teaching, learning & assessment 1st Feb 2019: Introduction to Enquiry 1 8th March: Follow up session – Enquiry 1 25th March 2019: Hand in date: Enquiry 1 4th April: Hand in ethic form for enquiry 1 26th April: Introduction to Enquiry 2 10th May 2019: Follow up session – Enquiry 2 10th June 2019: Hand in date: Enquiry 2


Chapter III Evaluation of qualified teacher status (QTS)

The Teachers’ Standards (2012) The Teachers’ Standards 2012 are the DfE designated standards for

trainee teachers, newly qualified teachers (NQT) and main scale teachers in state schools.

Evidence of meeting each one of these standards is necessary in order for a trainee to be awarded qualified teacher status (QTS) at the end of the course.

o As the same standards apply to teachers at various stages of their professional development, it is important to interpret them through a perspective that is appropriate to the stage of development

o It would not be reasonable to expect a trainee to meet Teachers’ Standards 2012 in an identical manner to that of a teacher with a few years of autonomous experience with his/her own class.

Trainees should review their QTS evidence file and record their reflections against the teachers’ standards in the trainee assessment record.

Evaluation of qualified teacher status is done through the analysis of these reflections alongside summative reports and quality assurance visits.WorkloadThe SCITT recognises the demands on workload that can result from the gathering of evidence for QTS. With this in mind we expect trainee to store key documentation into an evidence file as and when it happens, rather than collecting evidence from a wide range of sources. Trainee should not need to collect any additional evidence other than that which is generated due to their planning, teaching, evaluation and assessing.


The Evidence Cycle

The QTS evidence fileThe QTS evidence file should be seen as the file that collates your school experience and evidence and will be used as the basis for your selection of final QTS evidence. The file needs to be organised in chronological order and filed by placement week number. Contents of the QTS evidence fileThe file should containSection 1 Subject knowledge

A copy of your most up-to-date subject knowledge audit Evidence of any subject knowledge development conducted across the

placement, including any in-school training

Section 2 Lesson documentation All lesson plans stored chronologically with completed reflections All formal lesson observations stored chronologically

Section 3 Reporting documentation Your most up-to-date mid-term review grading matrix Your most recent summative report

Section 4 Pupil progress documentation Copies of pupil work (photocopies/photographs etc) Copies of evidence of your marking and assessment, including pupil

targets Copies of your mark book


Planning: Trainee plans a lesson or series of

lessons

Observation: Mentor observes teaching &

assessment and highlights strengths and

next steps

Evaluation: Trainee reflects on the impact

of teaching & assessment on learning

of pupils

Collection: Trainee transfers lesson plan,

observation, reflection and assessment data to

QTS evidence file

Recording: Trainee & mentor reflect on

progress against the teachers' standards and

acts to improve

Reviewing the QTS evidence fileTrainees, mentors and SCITT staff will review the contents of the QTS evidence file three times per placement, highlight good practice and make suggestions for further improvement. This will be recorded in the trainee assessment record.


Reflections against the teachers’ standardsThe reflective journeyThe key to gaining QTS is to use your practice and your mentor meetings to reflect on your progress and highlight the impact you make to your pupils. These reflections should be recorded on a weekly basis against the standards.The process of reflectionThe flow chart explains the process of evidence collection which leads to your summative report.

This process is explained in more detail in the following section.Trainee assessment recordCompleting the trainee assessment recordTrainees should use the assessment record as a method of reflecting over progress against the teachers’ standards. Initial reflections will be based on observations of experienced colleagues and will demonstrate an understanding of the standards. As trainees increase their teaching time they will impact on pupils learning and will be able to reflect on the evidence of meeting these standards. Reflections should be based on a scrutiny of the QTS evidence file using evidence such as

Lesson observation feedback Mentor meetings Pupils’ work Assessment and progress data

These reflections should be complied on a weekly basis in the assessment record. Trainees should summarise their progress against each standard by building evidence and focusing on pupil impact, as can be seen in the following example:

“My lesson planning has enabled pupils to make progress through the use of questioning techniques and differentiated activities from SCITT training. Good use of lesson time enables all pupils to be stretched whatever their ability.”


Reflection three: Moderation interviewA one-one discussion of your reflections

Reflection two: Summative report: standardsA summary of your evidence alonside mentor comments

Reflection one: Trainee assessment recordWeekly reflection of progress of evidence

The assessment record will be fully reviewed on a termly basis and checked more regularly across the training year.The summative reportAt the end of each placement, trainees are then expected to further summarise this information in preparation for the mentor’s final written summative report. Each trainee will complete their review section on the summative report before the mentor completes his or her section.The example that follows focuses upon standard 2 and summarises the reflective reviews in the trainee assessment record.

“All of my lessons now promote excellent progress and outcomes for pupils. My planning consistently takes into account pupils’ prior knowledge which I link to both my medium-term planning and an individual lesson’s success criteria. Using reflective activities has enabled pupils to regularly demonstrate their progress. I have met my pupil progress target by making very good use of differentiated activities and focused formative assessment and this is demonstrated in summative assessment data.”

Mentor will moderate reflections and SCITT tutors will moderate and review all reports for additional evidence of meeting the standards. Final summative reports will include a mentor grade against the standards as based on the grading matrix.Moderation interviewIn the final weeks of the course all trainees will undergo a moderating interview with a SCITT partner. The aim of this interview will be for trainees to demonstrate their understanding of the standards and for staff to moderate the judgements of mentors. Trainees will be given the opportunity to highlight the progress their pupils have made over the course of their training placements.External moderationIn addition to the above, a sample of trainees are chosen for an external moderation activity. External moderators are individuals from other teacher training organisations who monitor the assessment judgements of the SCITT. This is usually done through the observation of teaching and scrutiny of trainee documentation.


Chapter IV Trainee assessment record

OverviewThis document allows you to record your development and evidence toward meetings the teachers’ standards. This reflection document should work alongside your QTS evidence folder and should be with you at all times.How to use the assessment recordThis document is a week by week guide to your teaching placement. Each week contains four key sections: tasks, expectations, mentor meeting documentation and reflections.TasksTasks are designed to support your understanding of the teachers’ standards. You should write your response to each task in the space provided.ExpectationsThis is a checklist of weekly expectations to support your placement and your development as a teacher. You should liaise with your mentor to ensure these expectations are met, or agree when your training should deviate from them. It is your responsibility to check each expectation as it is met.Mentor meeting documentationYou should meet your mentor on a weekly basis, review teaching, set targets and record your progress against these targets. It is your responsibility to complete the mentor meeting documentation during your conversation with your mentor.Reflections against the teachers’ standardsAs noted in Chapter III you should complete a weekly reflection of your progress against the teachers’ standards. These reflections and the QTS evidence file that sits alongside them are the key factor in gaining qualified teacher status.Teaching placementsMentor meetingsYou should meet on a weekly basis with your classroom mentor. Where possible, this time should be indicated and blocked on your timetable. These meetings should be recorded by yourself on the mentor meeting form.Pupil progress targetPupil progress is inextricably linked to assessment, but this should be part of a wider discussion around the intelligent use of objectives and high-quality -assessment. Equally, linking to discussions on data, you should be able to understand baseline measures and targets that are specific to the context of the school. You will, in consultation with your classroom mentor, highlight a group for use as a progress group and complete the target form to highlight your subject specific target.Collection of QTS evidenceThroughout your placements you must gather evidence of meeting the teachers’ standards (2012). This evidence will come from a range of sources including lesson planning forms, lesson reflections, lesson observation forms, mentor


meetings, discussions with your professional mentors and SCITT tutors, SCITT and school-based training. PGCE assignmentsFor SCITT trainees completing a PGCE, you must ensure that all deadlines are met following the requirement of the PGCE provider, the University of Manchester.Reflecting on progressThe ability to reflect is vital and as soon as is possible after each lesson you must complete the final part of the lesson plan titled ‘reflection’. These reflections may be used to gather evidence of QTS and should form part of any discussions with your classroom mentor and SCITT Tutor.Summative reportAt the end of each placement you will be given a summative report which will be written by your classroom mentor and professional mentor. You will be graded against the teachers’ standards, making full use of the grading matrix. You will be given the opportunity to write your own reflection on the summative report and describe how you intend to meet your end of placement targets. This must be sent by the lead mentor and not the trainee.


Guided professional placementWeek by week guideOverviewA supported teaching placementTrainees work closely with their class mentor & teacher to plan and deliver group and whole class lessons. They work within a structured framework to build up the curriculum range and the frequency of their teaching experience.In this placement trainees will complete a reflective enquiry for the PGCE element as well as key developmental SCITT tasks.Trainees should aim to build to planning, teaching, evaluating and assessing for approximately 8 hours per week.


Week 1: Guided professional placementTask 1: school contextComplete a short description of the school using the school context proforma. Complete this form to describe the context of your placement school. Gather this information from your professional and classroom mentor as well as the DfE performance tables https://www.compare-school-performance.service.gov.uk/ School nameType of school (tick all that apply)State ☐ Infant ☐ Junior ☐ Free School ☐ Maintained school ☐ 5 – 11 ☐ Single sex ☐ Other ☐ (give details) Academy ☐ PRU ☐ 5 – 7 ☐ 7-11 ☐ Mixed ☐

School population data School NationalTotal number of pupils on rollPercentage girls on rollPercentage boys on rollPercentage of pupils a statement of SEN or EHC planPupils whose first language is not EnglishPupils eligible for free school meals at any time during the past 6 yearsPercentage of overall absencePercentage of persistent absenceAcademic performance – Y6 All

pupilsDisadvantaged pupils

Progress score in readingProgress score in writingProgress score in mathsPercentage of pupils meeting the expected standard in reading, writing and mathsPercentage of pupils achieving at a higher standard in reading, writing and mathsAverage score in readingAverage score in mathsAcademic performance – key groups Y6

Progress in reading

Progress in writing

Progress in maths

Low attainers at KS2Middle attainers at KS2High attainers at KS2Pupils whose first language is not EnglishGirlsBoysNon-mobile pupils

Expectations for the week☐ Tour of the school including key areas: staff facilities, reprographics, contacts☐ Induction into school network/ICT systems☐ Health & safety induction☐ Safeguarding induction☐ Lesson observations of a range of classes☐ Access to the school calendar for term


https://www.compare-school-performance.service.gov.uk/

Reflection against the teachers’ standards (2012) from actions, observations or teachingS1: Set high expectations which inspire, motivate and challenge pupils

S2: Promote good progress and outcomes by pupil

S3: Demonstrate good subject and curriculum knowledge

S4: Plan and Teach well structured Lessons

S5: Adapt teaching to respond to the strengths and needs of all pupils

S6: Make accurate and productive use of assessment

S7: Manage behaviour effectively to ensure a good and safe learning environment

S8: Fulfil Wider Professional Responsibilities


Week 2: Guided professional placementTask 2: Behaviour for learning (Standard 7)Observe a lesson taught in your class and in a different class. Compare the strategies used to embed behaviour for learning. (200 – 300 words)

Expectations for the week☐ Mentor meeting: review current areas for development in subject knowledge ☐ Observe at least 8 lessons and reflect on the teachers’ standards☐ Complete school induction questionnaire (online)☐ Observe a lesson and then retrospectively plan the lesson using the SCITT planning form☐ Work with a small group (eg most able) to support a teacher☐ Act as a teaching assistant from this week onwards☐ Review safeguarding induction☐ Plan to teach a lesson next week (from class teacher’s plans)Safeguarding inductionPlease indicate that you have been provided with the following:☐ The school child protection policy☐ The staff behaviour policy (or code of conduct)☐ A meeting with the designated safeguarding lead☐ A copy of Keeping Children Safe in Education


Week 3: Guided professional placementTask 3: Mathematics (Standards 3 and 6)There are two subtasks to completeMathematics (S3, 6) - Find out what equipment and methods would be used to support addition, subtraction, multiplication and division. Describe the use of the equipment and the way pupils are guided to move to more formal methods across key stages (350-400 words)

Mathematics (S3, 6) – Speak to some KS1 teachers or facilitators and find and describe two examples of typical misconceptions young pupils have with maths, and any activities teachers use to overcome them. (250-300 words)

Expectations for the week☐ Attend all training


Week 4: Guided professional placementTask 4: English (Standards 3 and 6)There are two subtasks to completeEnglish (Standards 3 and 6): Discuss the teaching of SPAG with the Literacy coordinator. Reflect on the key points for when it is taught. (200 – 300 words)

English (Standards 3 and 6): During training discuss and support some 2 Guided Reading sessions in Key Stage 1 and write a reflection on what you see (200 - 300 words)

Expectations for the week☐ Subject knowledge: Update subject knowledge audit☐ Attend all training


Week 5: Guided professional placementTask 5: Assessment (Standards 5 and 6)Observe a lesson and highlight the method(s) used by the teacher to assess pupil progress. How do the pupils recognise the progress they have made? (200 – 300 words)

Expectations for the week☐ Mentor meeting: discuss differentiation and pupil groups (eg SEND, HAPs, LAPs, Pupil premium)☐ Teach 2 hours this week of literacy or numeracy (from class teacher’s plans☐ Discuss and complete pupil progress target☐ Formal observation of teaching☐ Observe at least 2 phonics lessons☐ Equivalent of 1 day observing, 1 day planning and 1 day supportingPupil progress targetClassSubjectSummary of baseline data

Pupil progress target (how will it be measured? What things will you do with the class? What support will you need?)


Week 6: Guided professional placementTask 6: Questioning (Standards 2, 3, 5, 6)Observe a lesson and write down all of the questions that are asked by the teacher. Classify these questions into different types. Reflect on the effectiveness of these questions.Example question types – note that a question may fit into one or more of these types

Closed questions – require short, limited choice, often one-word answers Open question – allow longer, more creative and individual answers. Leading questions – point the response into a certain direction Recall questions – requires the student to recall information or facts Process questions - require deeper thought, analysis, explanation or

opinion Rhetorical questions – do not require an answer eg “Can’t you do anything

right?” Managerial questions – are not to do with the learning but, for example,

behaviour.

Question Question type Reflection/effectiveness


Expectations for the week☐ Mentor meeting: review progress against the grading matrix☐ Teach 4 hours this week, some literacy and some numeracy☐ Formal observation of teaching☐ Review actions for pupil progress target☐ Self-reflection of QTS evidence file☐ Identify at least one extra-curricular activity☐ Observe at least 2 phonics lessons☐ If in KS1 teach one phonics lessons☐ Equivalent of 1 day observing, 1 day planning and 1 day supportingQTS evidence file: Self reflectionComplete a self-reflection of your QTS file and highlight necessary actions for improvement

Subject knowledge audit ☐ Lesson plans ☐


Lesson observations ☐ Reviewed grading matrix ☐ Pupil work ☐ Evidence of marking/assessment ☐

Actions for improvement


Week 7: Guided professional placementTask 7: Marking and feedback (Standard 6)Read a copy of the school or departmental marking policy and describe its implementation and effectiveness. Include some examples and extract form the policy to support your writing. (300 - 400 words).

Expectations for the week☐ Mentor meeting: discuss planning for progress☐ Teach at least 4 hours this week☐ Review actions for pupil progress target☐ Formal observation of teaching☐ Mentor review of QTS evidence file☐ Observe at least 2 phonics lessons☐ If in KS1 teach one phonics lessons☐ Equivalent of 1 day observing, 1 day planning and 1 day supporting


QTS evidence file: Mentor reviewYour mentor should review your QTS file and highlight necessary actions for improvement

Subject knowledge audit ☐ Lesson plans ☐ Lesson observations ☐ Reviewed grading matrix ☐ Pupil work ☐ Evidence of marking/assessment ☐



Week 8: Guided professional placementHalf term breakReading week. Use this time to relax and refresh and catch up on any filing or planning


Week 9: Guided professional placementTask 8: Review of part 2 of the standardsSelf-reflect against part two of the standards and highlight examples of areas you can identify in your practice☐ maintaining of professional confidentiality☐ punctual and prepared for lessons☐ following procedures for reporting their own absence or lateness, and making suggestions for cover work for their classes ☐ registering classes and coding absences ☐ helping children and young people to become confident and successful learners ☐ addressing the class in ways which demonstrate authority and mutual respect; e.g. learning pupil names and using them☐ aware of relevant issues in the classes they teach and talking with support staff and pastoral staff about the needs of pupils☐ discussing any concerns about children with relevant colleagues e.g. notify the relevant member of staff relating to academic and pastoral matters (usual class teacher/form tutor for emotionally distressed pupils)☐ meeting with the SENCO and other support staff to ensure understanding of schools’ approach to SEN and disability☐ sensitive to social background, ethnicity and religious beliefs when interacting with children. This may be evident in lesson observations and/or their evaluations.☐ clear which of their own personal beliefs may be sensitive and plan ways to respond to pupils if they arise within the school situations ☐ taking responsibility for maintaining the quality of their teaching practice, upholding the values of the teaching profession and working as part of a team and co-operate with other professional colleagues ☐ dealing appropriately with incidents of intolerance or prejudice when they arise in the classroom or ☐ elsewhere in the school e.g. racism, homophobia, sexism, religious prejudice, personal appearance☐ demonstrating an understanding of the child protection procedures in the school☐ clear who to contact when issues arise e.g. know who the named child protection person is within the school and follow policy relating to child protection knowledgeable about the relevant school policies and statutory regulatory frameworks in relation to promoting values/ethos and able to explain how these policies inform their own planning and teaching ☐ e.g. in relation to EAL, SEN, literacy, behaviour; and promoting good relations between groups☐ aware of cyber bullying, e-safety and appropriate use of personal data and social media ☐ aware of fire procedures, health and safety measures, first aiders etc☐ aware of their statutory professional responsibilities including the requirement to promote equal opportunities and to provide reasonable adjustments for pupils with disabilities, as provided for in current Equalities legislation☐ aware of any tensions or difficulties in the school as a whole or in the classes they teach, and know what to do about this☐ putting the wellbeing, development and progress of children and young people first ☐ demonstrating respect for diversity and promote equality and striving to establish productive partnerships with parents and carers ☐ demonstrating honesty and integrity and uphold public trust and confidence in the teaching profession The Alliance for Learning SCITT: Primary Trainee Guidebook and Assessment Record

Page |40|

☐ adheres to appropriate professional dress requirements for the context in which they are working


Expectations for the week☐ Mentor meeting: review progress against the Grading matrix☐ Teach at least 6 hours this week☐ Mid-term review GPP1☐ Complete SCITT interim questionnaire (online)☐ Teach one science lesson (from class teacher’s plans)☐ Review actions for pupil progress target☐ Formal observation of teaching☐ Observe at least 2 phonics lessons☐ If in KS1 teach two phonics lessons☐ Equivalent of ½ day observing, 1 day planning and 1 day supporting


Week 10: Guided professional placementTask 9: Foundation subjects (Standard 3, 6)Teach one foundation subject in your school. Reflect on the knowledge and understanding demonstrated by pupils. Include a reflection of your own knowledge. (300-400 words)

Expectations for the week☐ Mentor meeting: discuss targets for remainder of placement☐ Teach at least 6 hours this week☐ Plan and teach at least one foundation subject lesson☐ Lead a form time or assembly activity☐ Formal observation of teaching☐ Observe at least 2 phonics lessons☐ If in KS1 teach two phonics lessons☐ Equivalent of ½ day observing, 1 day planning and 1 day supporting


Week 11: Guided professional placementTask 10: Science (Standard 3, 6)Teach a science lesson in your school. Reflect on the knowledge and understanding demonstrated by pupils. Include a discussion of how your school assesses scientific knowledge. (300-400 words)

Expectations for the week☐ Mentor meeting: review current areas for development in subject knowledge☐ Teach at least 6 hours this week, ☐ Plan and teach at least one science lesson☐ Lead a form time or assembly activity☐ Formal observation of teaching☐ Self-review of QTS evidence file☐ Observe at least 2 phonics lessons☐ If in KS1 teach two phonics lessons☐ Equivalent of ½ day observing, 1 day planning and 1 day supporting QTS evidence file: Self reflectionComplete a self-reflection of your QTS file and highlight necessary actions for improvement

Subject knowledge audit ☐ Lesson plans ☐ Lesson observations ☐ Reviewed grading matrix ☐ Pupil work ☐


Evidence of marking/assessment ☐



Week 12: Guided professional placementTask 11: Engaging with ParentsReflect the interactions with parents that you have observed or participated in. This could be at the start or end of the school day or during a parents evening. Write about the impact and the challenges of these interactions (300 – 400 words)

Expectations for the week☐ Mentor meeting: review understanding of assessment☐ Teach 8 hours this week: numeracy, literacy, science & one foundation subject☐ Update subject knowledge audit☐ Formal review of pupil progress target☐ Formal observation of teaching☐ If in KS1 teach at least two phonics lessons☐ Equivalent of ½ day observing, 1 day planning and ½ day supportingPupil progress target – formal reviewClassSubjectSummary of baseline data

Pupil progress (What progress did pupils makes towards your target? What caused this progress?)


Week 13: Guided professional placementTask 13: Summative report reflectionComplete a reflection of progress against each standard and discuss this with your mentor. This should be completed on the official summative report document.Expectations for the week☐ Mentor meeting: Review of grading matrix in preparation for Summative Report GPP2☐ Complete reflection for summative report☐ Teach 8 hours this week: numeracy, literacy, science & one foundation subject☐ Formal review of pupil progress target (if not done)☐ Formal observation of teaching☐ If in KS1 teach at least two phonics lessons☐ Equivalent of ½ day observing, 1 day planning and ½ day supporting


Week 14: Guided professional placementExpectations for the week☐ Mentor meeting: Discuss targets for next placement☐ Teach 8 hours this week: numeracy, literacy, science & one foundation subject☐ Formal observation of teaching☐ Mentor to complete summative report☐ Complete end of placement questionnaire (online)☐ Mentor to complete SCITT evaluation (online)☐ If in KS1 teach at least two phonics lessons☐ Equivalent of ½ day observing, 1 day planning and ½ day supporting☐ Ensure all textbooks and other resources are returned to placement school


Alternate Key Stage Experience part 1Week 15: Key Stage Three experienceReasons for undertaking the KS2 Placement The Purpose This placement provides you with experience in the Key Stage following Key Stage 2 to enable you to understand the similarities and differences between primary and secondary education. You will see how teaching and learning is developed to allow pupils greater independence, but you should also see the challenges that this produces.It will also help you to understand the links and continuity between the KS2 Curriculum and the KS3 curriculum. Intended OutcomesBy the end of this week you should

Develop an understanding of the characteristics of secondary learning and the factors that go into lesson planning for secondary teaching – mainly of English, maths and science.

Observe pupils and begin to assess their attainment in relation to Key Stage 3 programmes of study and assessment objectives.

Be able to identify, from your observations, key teaching strategies and consider how these reflect the secondary curriculum.

Reflect on the support necessary to enable children to make the transition from KS2 to KS3.

Scrutinise the learning environment in KS3 settings and evaluate the effectiveness of this and other resources in promoting and supporting learning.

Understand the development in subject knowledge necessary to teach in a secondary environment.

Evaluate and relate your experiences during the placement to the Standards.


Guided professional placementWeek 16: Guided professional placementTask 12: INSET review (INSET – In-Service Training)List the INSET training activities that you have been able; to participate in during your placement. Include whole school and departmental INSET

Expectations for the week☐ Mentor meeting: Discuss targets for next placement☐ Teach or support as required in end of term activities☐ Formal observation of teaching☐ Ensure all textbooks and other resources are returned to placement school


Weeks 17 & 18: Guided Professional PlacementChristmas break


Foundation subject training blockWeeks 19-21: Foundation subject trainingTask 13: Subject knowledge developmentOver this period review your knowledge and understanding in the foundation subject knowledge audit.Expectations for the week☐ Update subject knowledge audit for foundation subjects☐ Begin EYFS pre-reading


Alternate Key Stage Experience part 2Week 22-23: EYFS experienceReasons for undertaking the EYFS Placement The Purpose This placement provides you with experience in an early years setting as a participant observer under the direction of the teacher and other staff. It will enable you to develop an understanding of the vital role that EYFS settings play in providing children with a rich range of experiences that help them to learn and develop well, keeping them healthy and safe. You will see how teaching and learning ensures children are ‘school ready’ by giving children a broad range of knowledge and skills in each of the important stages of learning and development, that provide the right foundation for good future progress through school and life. It will also help you to understand the links and continuity between the Early Years Foundation Stage Curriculum and the National Curriculum and the Primary National Strategy. Intended OutcomesBy the end of this week you should

Develop an understanding of the characteristics of effective learning, and the prime and specific areas of learning and development are all interconnected; and what these learning opportunities look like in the EYFS. (S1a; 2d; 3a; 4b; 4e; 5c; 5d)

Begin to develop a sound working knowledge of the Early Learning Goals (ELGs), some of the supporting development matters stages, the Early Years Foundation Stage, the Early Years Foundation Stage profile and the National Curriculum for Key Stage 1. (S,3a;3b;3d;3e)

Observe young children and begin to assess their attainment in relation to some development matters stages that lead to the Early Learning Goals, and to consider appropriate `next steps’ in learning. (S 5a;5c;5d;6a)

Be able to identify, from your observations, key teaching strategies and consider how these reflect the implementation of the aims and Principles for the Early Years Foundation Stage and how they relate to aspects of the Standards. (S2b; 2d; 4d; 8b;)

Begin to develop an understanding of effective ways of liaising with parents/carers and other practitioners. (S 8a;8b;8d);

Scrutinise the learning environment in early year’s settings and evaluate the effectiveness of this and other resources in promoting and supporting learning. (relevant to S1a; 1b; 2d; 3b; 4d; 7b; 7c; 7d; 8b; 8c)

Undertake an interview with the school’s/setting literacy specialist and to observe- and try to contribute to- a lesson/sequence of literacy lessons in order to consolidate your knowledge and understanding of the teaching and assessment of early reading. (Standards 3a; 3c;3d;6b;8b;8d)

Evaluate and relate your experiences during the placement to the Standards. (S8d; 4d)


Final professional placementWeek by week guideOverviewThe final teaching placementsIn this final placement, trainees move from initial supported planning, assessment and delivery to greater independence in their classroom practice. They work in a class in a different key stage to that of GPP and gradually take on more responsibility for teaching across the broad range of the primary curriculum. In the early weeks of this placement it is common for trainees to undergo a “dip” in confidence as there is the need to re-establish authority and relationships with new teaching groups. However, trainees are able to build on the experiences developed during the first placement to expand confidence, knowledge and skills in planning and teaching.During the placement they take a focus on a specific area of a core curriculum subject (English, maths, science). They observe lessons across the key stages/in parallel classes and hold discussions with school co-ordinators, as well as completing the PGCE enquiry task and the final SCITT tasks.Trainees should aim to build to planning, teaching, evaluating and assessing for approximately 14 hours per week by the end of the course. Some may mirror the teaching of an NQT timetable.


Week 24: Final professional placementTask 1: School contextComplete a short description of the school using the school context proforma. Complete this form to describe the context of your placement school. Gather this information from your professional and classroom mentor as well as the DfE performance tables https://www.compare-school-performance.service.gov.uk/ School nameType of school (tick all that apply)State ☐ Infant ☐ Junior ☐ Free School ☐ Maintained school ☐ 5 – 11 ☐ Single sex ☐ Other ☐ (give details) Academy ☐ PRU ☐ 5 – 7 ☐ 7-11 ☐ Mixed ☐School population data School NationalTotal number of pupils on rollPercentage girls on rollPercentage boys on rollPercentage of pupils a statement of SEN or EHC planPupils whose first language is not EnglishPupils eligible for free school meals at any time during the past 6 yearsPercentage of overall absencePercentage of persistent absenceAcademic performance – Y6 All

pupilsDisadvantaged pupils

Progress score in readingProgress score in writingProgress score in mathsPercentage of pupils meeting the expected standard in reading, writing and mathsPercentage of pupils achieving at a higher standard in reading, writing and mathsAverage score in readingAverage score in mathsAcademic performance – key groups Y6

Progress in reading

Progress in writing

Progress in maths

Low attainers at KS2Middle attainers at KS2High attainers at KS2Pupils whose first language is not EnglishGirlsBoysNon-mobile pupils

Expectations for the week☐ Mentor meeting: Discuss targets arising from previous placement☐ Tour of the school including key areas: staff facilities, reprographics, contacts☐ Induction into school network/ICT systems☐ Health & safety induction☐ Safeguarding induction☐ Observing class teacher and other experienced teachers teaching.☐ Access to the school calendar for term☐ Plan to teach 4 lessons next week


https://www.compare-school-performance.service.gov.uk/

Week 25: Final professional placementHalf term breakReading week. Use this time to relax and refresh and catch up on any filing or planning.Some school placements may have week 25 or 27 as half-term week. Adapt this assessment record as appropriate by switching documentation for weeks 25, 26 or 27.


Week 26: Final professional placementTask 2: School planning (Standard 4)Read and describe the key stage schemes of work (SoW). Are they lesson by lesson schemes or medium-term plans or both? Include some examples and extracts from the SoW and how they are used by the year group you are with. (300 - 400 words)

Expectations for the week☐ Mentor meeting: Discuss planning☐ Teach a sequence of 4 lessons of maths or English☐ Teach 1 science and 1 topic lesson☐ Complete school induction questionnaire (online)☐ Work with a small group (eg least able) to support your teacher☐ Review safeguarding induction☐ Equivalent of ½ day observing, 1 day planning and 1 day supportingSafeguarding inductionPlease indicate that you have been provided with the following:☐ The school child protection policy☐ The staff behaviour policy (or code of conduct)☐ A meeting with the designated safeguarding lead☐ A copy of Keeping Children Safe in Education


Week 27: Final professional placementTask 3: Behaviour for learning (Standard 7)Observe a lesson taught in your subject and a lesson taught in a different subject. Compare the strategies used to embed behaviour for learning. (200 – 300 words)

Expectations for the week☐ Mentor meeting: Discuss subject knowledge audit with mentor – identify gaps☐ Teach a sequence of 4 lessons of maths or English☐ Teach 1 science and 1 topic lesson☐ Work with a small group (eg least able) to support your teacher☐ Equivalent of ½ day observing, 1 day planning and 1 day supporting☐ Discuss and complete pupil progress target☐ If in KS1 teach at least two phonics lessonsPupil progress targetClassSubjectSummary of baseline data

Pupil progress target (how will it be measured? What things will you do with the class? What support will you need?)


Week 28: Final professional placementTask 4: Creativity (Standard 2, 3)Analyse schemes of work and describe any opportunities that encourage pupils to be independent and creative learners (200 – 300 words)

Expectations for the week☐ Mentor meeting: discuss planning across a series of lessons☐ Teach a sequence of 4 lessons of maths or English☐ Teach 1 science and 1 topic lesson☐ Update subject knowledge audit☐ Equivalent of ½ day observing, 1 day planning and 1 day supporting☐ Formal observation of teaching☐ Self-reflection of QTS evidence file☐ If in KS1 teach at least two phonics lessonsQTS evidence file: Self reflectionComplete a self-reflection of your QTS file and highlight necessary actions for improvement




Week 29: Final professional placementTask 5: Creativity 2 (Standards 3, 4, 5)Teach a lesson or series of lessons that allow pupils to engage with the subject in a creative way. Reflect on the impact on pupils. (200 – 300 words)

Expectations for the week☐ Mentor meeting: review current areas for development in subject knowledge ☐ Teach a sequence of 4 lessons of maths or English (opposite to last week)☐ Teach at least 1 science and 1 topic lesson☐ Teach at least 1 topic lesson and 1 art/DT as appropriate to class☐ Half a day PPA time plus extra half a day non-contact planning time☐ Half a day observing other colleagues across the school☐ Formal observation of teaching☐ Identify at least one extra-curricular activity☐ If in KS1 teach at least two phonics lessons☐ Complete SCITT Spring support survey (online)


Week 30: Final professional placementTask 5: Understanding assessment (Standard 6)Review the methods you use to assess pupil progress during lessons. Write about how this has impacted on your planning. (200 - 300 words

Expectations for the week☐ Mentor meeting: review progress against the grading matrix☐ Mentor review of QTS evidence file☐ Teach a sequence of 4 lessons of maths or English (opposite to last week)☐ Teach at least 1 science and 1 topic lesson☐ Teach at least 1 topic lesson and 1 art/DT as appropriate to class☐ Half a day PPA time plus extra half a day non-contact planning time☐ Half a day observing other colleagues across the school☐ Formal observation of teaching☐ Review actions for pupil progress target☐ If in KS1 teach at least two phonics lessons☐ Complete SCITT interim questionnaire (online)☐ Bring this assessment file to trainingQTS evidence file: Mentor reviewYour mentor should review your QTS file and highlight necessary actions for improvement



Week 31: Final professional placementTask 7: Working with parents (Standard 5)Arrange to spend some time observing/participating in at least one parents evening and when this takes place reflect on the key challenges and the techniques used teachers when speaking to parents. (200 - 300 words

Expectations for the week☐ Mentor meeting: discuss targets for remainder of placement☐ Mid-term review FPP1☐ Teach a sequence of 4 lessons of maths or English (opposite to last week)☐ Teach at least 1 science and 1 topic lesson☐ Teach at least 1 topic lesson and 1 art/DT as appropriate to class☐ Half a day PPA time plus extra half a day non-contact planning time☐ Half a day observing other colleagues across the school☐ Formal observation of teaching☐ Update subject knowledge audit☐ If in KS1 teach at least two phonics lessons


Weeks 32 & 33: Final professional placementEaster break


Week 34: Final professional placementTask 8: Physical Education (S3, 4) Teach a PE or dance lesson and reflect on your teaching. (200 - 300 words)

Expectations for the week☐ Mentor meeting: discuss targets arising from previous placement ☐ Teach around 12 hours this week including☐ Teaching sequences of 4 maths and 4 English lessons and at least 1 science lesson☐ Teach at least 1 topic lesson and 1 art/DT as appropriate to class☐ Teach 1 lesson of PE☐ Half a day PPA time plus extra half a day non-contact planning time☐ Formal observation of teaching☐ Review actions for pupil progress target☐ If in KS1 teach at least two phonics lessons


Week 35: Final professional placementTask 9: Humanities (S3, 4) Teach a geography, history or RE lesson and reflect on your teaching. (200 - 300 words)

Expectations for the week☐ Mentor meeting: review planning – can trainee move away from SCITT planning documentation? ☐ Teach around 12 hours this week including☐ Teaching sequences of 4 maths and 4 English lessons and at least 1 science lesson☐ Teach at least 1 topic lesson and 1 art/DT as appropriate to class☐ Teach 1 RE lesson☐ Half a day PPA time plus extra half a day non-contact planning time☐ Formal observation of teaching☐ If in KS1 teach at least two phonics lessons☐ Self-reflection of QTS evidence fileQTS evidence file: Self reflectionComplete a self-reflection of your QTS file and highlight necessary actions for improvement



Week 36: Final professional placementTask 10: Art, design, technology (S3, 4) Teach an Art or Technology and reflect on your teaching. (200 - 300 words)

Expectations for the week☐ Mentor meeting: review current areas for development in subject knowledge ☐ Teach around 12 hours this week including☐ Teaching sequences of 4 maths and 4 English lessons and at least 1 science lesson☐ Teach at least 1 topic lesson and 1 art/DT as appropriate to class☐ Teach 1 RE lesson☐ Half a day PPA time plus extra half a day non-contact planning time☐ Formal observation of teaching☐ If in KS1 teach at least two phonics lessons☐ Self-reflection of QTS evidence file


QTS evidence file: Self reflectionComplete a self-reflection of your QTS file and highlight necessary actions for improvement




Week 37: Final professional placementTask 11: Music (S3, 4) Teach a music and reflect on your teaching. (200 - 300 words)

Expectations for the week☐ Mentor meeting: review progress against the grading matrix☐ Teach around 12 hours this week including☐ Teaching sequences of 4 maths and 4 English lessons and at least 1 science lesson☐ Teach at least 1 topic lesson and 1 art/DT as appropriate to class☐ Teach 1 RE lesson☐ Teach 1 lesson of music☐ Half a day PPA time plus extra half a day non-contact planning time☐ Formal observation of teaching☐ If in KS1 teach at least two phonics lessons☐ Mentor review of QTS evidence file


QTS evidence file: Mentor reviewYour mentor should review your QTS file and highlight necessary actions for improvement




Week 38: Final professional placementExpectations for the week☐ Mentor meeting: discuss targets for remainder of placement☐ Teach at least 12 hours this week including☐ Teaching sequences of 4 maths and 4 English lessons and at least 1 science lesson☐ Teach at least 1 topic lesson and 1 art/DT as appropriate to class☐ Teach 1 RE lesson☐ Teach 1 lesson of ICT and at least 1 of music or PE.☐ Half a day PPA time plus extra half a day non-contact planning time☐ Formal observation of teaching☐ Update subject knowledge audit☐ Self-reflection of QTS evidence file☐ If in KS1 teach at least two phonics lessons☐ Review actions for pupil progress targetQTS evidence file: Self reflectionComplete a self-reflection of your QTS file and highlight necessary actions for improvement




Week 39-40: Final professional placementHalf term breakReading weeks. Use this time to relax and refresh and catch up on any filing or planning.


Week 41: Final professional placementTask 12: Summative report reflectionComplete a reflection of progress against each standard and discuss this with your mentor. This should be completed on the official summative report document.Expectations for the week☐ Mentor meeting: Review of grading matrix in preparation for Summative Report FPP2☐ Teach around 12 hours this week including☐ Teaching sequences of 4 maths and 4 English lessons and at least 1 science lesson☐ Teach at least 1 topic lesson and 1 art/DT as appropriate to class☐ Teach 1 RE lesson☐ Teach 1 lesson of ICT and at least 1 of music or PE.☐ Plan and teach citizenship/PSHCE as appropriate to school☐ Half a day PPA time plus extra half a day non-contact planning time☐ Formal observation of teaching☐ If not done so, lead on an item in an assembly activity or key stage meeting☐ Complete reflection for summative report☐ If in KS1 teach at least two phonics lessons☐ Formal review of pupil progress target☐ Complete Career Entry Profile☐ HAND IN THIS ASSESSMENT GUIDEBOOK Pupil progress target – formal reviewClassSubjectSummary of baseline data

Pupil progress (What progress did pupils makes towards your target? What caused this progress?)


Week 42: Final professional placementExpectations for the week☐ Mentor meeting: final review against the grading matrix☐ Mentor to complete summative report FPP2☐ Teach at least 14 hours this week including☐ Teaching sequences of 4 maths and 4 English lessons and at least 1 science lesson☐ Teach at least 1 topic lesson and 1 art/DT as appropriate to class☐ Teach 1 RE lesson☐ Teach 1 lesson of ICT and at least 1 of music or PE.☐ Plan and teach citizenship/PSHCE as appropriate to school☐ Half a day PPA time ☐ Update subject knowledge audit☐ If in KS1 teach at least two phonics lessons☐ Formal observation of teaching☐ Complete end of placement questionnaire (online)☐ Mentor to complete SCITT evaluation (online)


Enrichment phaseWeekly guideOverviewThe enrichment phaseDuring this phase trainees are given the opportunity to develop a specific area of their practice or to visit their employer school. For a small number of trainees this phase may be used to secure evidence across all standards.


Week 43: Enrichment weekTask 13: Final reflection (Standards 4, 8)Write a short reflection summarising your journey as a trainee teacher who is moving into the NQT stage. (200 – 300 words)

Expectations for the week☐ Spend time in a new setting, or employer school


Chapter V Trainee record: Targets

OverviewDuring mentor meeting trainees and mentors should agree on short and long term targets in relation to the teachers’ standards and summarise actions. This section should be completed through discussion around the grading matrix. As targets are met there will be opportunities to transfer them to the record of strengths.ExamplesTarget with timeline Standa

rdAction and success criteria Met

Encourage pupils to take a conscientious approach to their work – next two weeks

2eConsistently rewards effort by adopting all aspects of school reward system ☐

Understand how to overcome a range of factors that inhibit pupils’ ability to learn – by end of next week

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Consistently apply teaching skills in differentiating between pupils by using prior knowledge to target questions

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Trainee record of targetsTarget with timeline Standa

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Chapter VI Trainee record: Strengths

OverviewDuring mentor meeting trainees and mentors should agree on strengths in relation to the teachers’ standards and summarise evidence of these strengths. This section should be completed through discussion around the grading matrix.ExamplesStrength Standa

rdSummary of evidence

Makes effective use of lesson time4a

Lesson observations regularly refer to this

High expectation of behaviours7b

Lesson regularly demonstrate high expectations of behaviour and consistent rewards & sanctions

Trainee record of strengthsStrength Standa

rdSummary of evidence


Strength Standard

Summary of evidence


primary trainee guidebook and assessment...

Documents